Breaking News

New SGS Bursaries Provide Opportunities through Partnerships

April 7, 2017

The School of Graduate Studies is pleased to announce the launch of new bursaries developed in collaboration with partners in the graduate community: Massey College, a graduate students' residential community affiliated with, but independent from, the University of Toronto, and Supporting Aboriginal Graduate Enhancement, University of Toronto (SAGE UT), a graduate student-led group from the Centre for Indigenous Studies. Designed for Indigenous and Afro-Caribbean Canadian students, these bursaries create opportunities that can provide academic and personal enrichment.

The SGS Bursaries at Massey College will cover the fees of Resident and Non-Resident Junior Fellows who are Indigenous and Afro-Caribbean Canadian students, groups that are currently underrepresented among the College's Junior Fellows. Applicants with a demonstrated financial need or related challenge will be considered for two Resident and two Non-Resident Fellowships each year as part of a three-year pilot program. In joining Massey College, recipients will be welcomed into a community of scholars and professionals from across Canada and around the world.

Also launched as a three-year pilot, the new Indigenous Graduate Travel Award has been developed to support Indigenous graduate student participation in local, national, and international Indigenous-focused educational events ranging from health and healing workshops to conferences exploring opportunities or challenges specific to Indigenous communities. This program was created as a result of SAGE UT's consultations with Indigenous graduate students who affirmed the value of engaging with and learning from these events.

For more information about these bursaries, please contact:
SGS Bursaries at Massey College
Amela Marin, Dean, Fellowships, Programs & Liaisons, Massey College

Indigenous Graduate Travel Award
School of Graduate Studies

Additional queries about the Indigenous Travel Award can be directed to

Creating a Supportive Environment for International Students

March 6, 2017

The School of Graduate Studies has implemented a number of initiatives aimed at decreasing barriers to internationalization. These initiatives include:

  • Eliminating the $400 application and administration fee for the International Visiting Graduate Student (IVGS) Study Abroad Program. In doing so, we hope to encourage additional qualified international graduate students who are pursuing a graduate degree at their home university to undertake advanced Master's or Doctoral research at the University of Toronto for a study period of up to 3 sessions (normally a maximum of 12 months).

  • Assessing and enhancing the effectiveness of immigration services for graduate students, currently administered by the Centre for International Experience (CIE).

  • Enhancing resources and support for international students through embedding additional staff within Student Services at SGS.

  • Streamlining the application process for the Joint Educational Placement Program (JEP), which enables individual students to pursue their doctoral degree program under the joint supervision of faculty from U of T and a collaborating Canadian or international university.


In response to the US Executive Order that had imposed travel restrictions on Iran, Iraq, Libya, Somalia, Sudan, Syria, and Yemen, SGS is:

  • Enlarging our funding commitment to the Scholars at Risk Program, housed at Massey College, with a special bursary for graduate students whose education and/or research has been disrupted by conflict or war. The fund can be reactive to risks that arise, such as those associated with the recent US Executive Orders.
  • Encouraging graduate units with space in their programs to make the following provisions for new applicants from the seven (now six) countries directly affected by the travel restrictions:
    • waiving application fees for new applicants from these seven countries, and
    • waiving the requirement for recent evidence of English language proficiency and using alternative ways to assess these students' English language skills.